| Autore |
Brown Chris <1975->
|
| Edizione | [First edition.] |
| Pubbl/distr/stampa |
Bingley : , : Emerald Publishing, , 2018
|
| Descrizione fisica |
1 online resource (210 pages) : illustrations
|
| Disciplina |
370.7
|
| Soggetto topico |
Education - Research
Education and state - Research
|
| ISBN |
1-78743-673-X
1-78743-640-3
|
| Formato |
Materiale a stampa  |
| Livello bibliografico |
Monografia |
| Lingua di pubblicazione |
eng
|
| Nota di contenuto |
Front Cover -- Achieving Evidence-Informed Policy and Practice in Education: Evidenced -- Copyright Page -- Dedication -- Contents -- About the Author -- Acknowledgements -- Chapter 1 Introduction -- Evidence-Informed Policy -- How Should Policy-Makers and Teachers Engage with Research? -- Leadership -- Marrying Theory and Practice -- Content -- References -- Part I: Evidence-Informed Practice -- Chapter 2 Is Using Evidence to Inform Teaching Practice Rational? -- Rational Choice Theory -- Optimal Rationality -- EIPr as Optimal Rational Act -- Research Focus -- Analysis and Findings -- Conclusion -- References -- Chapter 3 Learning from Teachers' Perceptions of Research Use -- A Semiotic Perspective -- Chestnut Learning Federation: Seeking to Become Research Engaged -- Research Focus -- Analysis and Findings -- Analysing and Findings -- Findings from the Interview Data -- Findings for the CR + /PR + Quadrant -- Findings for the CR + /PR - Quadrant -- Findings for the CR - /PR + Quadrant -- Findings for the CR - /PR - Quadrant -- Discussion -- Conclusion -- References -- Chapter 4 The Vital Role of Trust and Relationships -- The 'Self-Improving School-Led System' in England -- Organizational Learning -- The Importance of Relationships -- The Importance of Trust -- Research Focus -- Analysis and Findings -- Relationships between RE-USE Climate and OL, Trust and TLE Degree Centralities -- Network Diagrams: Two Contrasting Cases -- Conclusion -- References -- Chapter 5 The Power of Research Learning Communities -- The Origins of the RLC Approach -- Core Idea #1: Learning and Practical Application -- Core Idea #2: Having the Right People in the Room -- Core Idea #3: Knowing What Is Required to Deliver Change -- RLCs in Action: 'Excellence Together TSA' -- Selecting Participants -- Employing Cycles of Enquiry -- The Use of Knowledge Creation Activity.
Trialling and Refining Research-Informed Interventions -- Learning about Leading Change -- Research Focus -- Measuring the Extent to Which the RLC Approach Helped Participants Engage with Research -- Examining Perspectives on How the RLC Approach Helped Participants Develop New Practices Informed by Research and Their Own Practitioner Knowledge -- Assessing the Extent to Which Transformative Teaching/Improved Student Outcomes Result from EIPr -- Analysis and Findings -- (1a) Measuring the Extent to Which the RLC Approach Helped Participants Engage with Research? -- (1b) Did the RLC Approach Help Participants Develop New Practices Informed by Both Research and Their Own Practitioner Knowledge/the Knowledge of Those in the Network? -- (2) Did the RLC Approach Enable Participants to Embed the Wider Use of These Research-Informed Innovations/Practices Amongst Their Colleagues/across Their Schools? -- (3) Did the RLC Approach Help Participants Improve the Teaching and Learning Activity within Their Schools? -- Conclusion -- References -- Part II: Evidence-Informed Policy -- Chapter 6 The Limits of Evidence-Informed Policy-Making -- Power and Policy Development -- Michel Foucault -- The Policy Agora -- Research Focus -- Analysis and Findings -- The Discourse of Marketization -- The Implications of the Policy Agora for Policy Development -- Evidence Misuse -- Conclusion -- References -- Chapter 7 How Researchers Can Better Inform Education Policy -- Research Focus -- Methodology: The Literature Review -- A Description of Existing Models, Derived from Current Literature -- A Critique of Current Models -- Social Activity Method -- Developing an Alternative Model: The 'Policy Preferences' Approach -- A New Model of Research Adoption -- Further Developing the Knowledge Adoption Model -- Analysis and Findings -- Conclusions -- References.
Chapter 8 Policy Learning Communities -- Assumptions Underpinning Evidence-Informed Policy-Making -- Expertise -- Tacit Knowledge and Immersion -- Expertise in Policy Development -- Expertise as Learning -- Moving to Expertise in Evidence Use -- What Kind of Engagement? -- How Might Such Engagement Be Facilitated and Enforced? -- Conclusion -- References -- Chapter 9 Moving Forward -- Customizing Research-Informed Guidelines Interventions and Programmes -- Measuring Whether Have Reached a State of Evidence-Informed Policy and Practice -- References -- Index.
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| Record Nr. | UNINA-9910968711403321 |
Info
Achieving evidence-informed policy and practice in education : EvidencED / / Chris Brown (University of Portsmouth)
